Most Frequently Asked Questions about

Alternative Learning System (ALS)

What is alternative learning system or ALS?

• It is a parallel learning system in the Philippines that provides a practical

option to the existing formal instruction. When one does not have or
cannot access formal education in schools, ALS is an alternate or
substitute. ALS includes both the nonformal and informal sources of
knowledge and skills.

Why is there a need for alternative learning system in the Philippines?

• Many Filipinos do not have a chance to attend and finish basic education
(Grades 1-6 and Year 1-4) due to many reasons. Some drop out from
schools while some do not have schools in their communities. Since every
Filipino has a right to free basic education, the Government set-up ALS to
provide all Filipinos the chance to have access to and complete basic
education in a mode that fits their distinct situations and needs.

What is the basis of ALS implementation in the Philippines?

• The 1987 Philippine Constitution provides for the recognition and promotion
of other forms of education other than formal education. Article XIV,
Section 2, Paragraph (1) declares that the State shall establish, maintain
and support a complete, adequate and integrated system of education
relevant to the needs of the people and society; and paragraph (4)
concisely encourages nonformal, informal and indigenous learning systems
as well as self-learning, independent and out-of-school study programs
particularly those that respond to community needs.

• The Governance Act for Basic Education otherwise known as the Republic
Act 9155 stipulates the establishment of the Alternative Learning System
(ALS) to provide out-of-school children, youth an adults population with
basic education

How does ALS work?

• There are two major programs on ALS that are being implemented by the
Department of Education. One is Basic Literacy Program and Continuing
Education Program-Accreditation and Equivalency System. Both programs
are modular and flexible. This means that learning can take place anytime
and any place, depending on the convenience and availability of the
learners.

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What is the difference between the Formal School System and the ALS?

• ALS is flexible. It is an anytime, anywhere learning. It uses interactive

modules and learning sessions are usually conducted at community
learning centers at an agreed schedule between the learners and the
facilitator.

Where can I ask for information about ALS in the field?

• Visit the nearest DepEd District and/or Division Office for information about
the existing ALS learning sessions in the area. DepEd schools can also
provide information about the ALS.

ADDITIONAL QUESTIONS & ANSWERS

(May 24, 2007)

What is curriculum used in the ALS?

The teaching and learning processes and materials in the ALS are based on
the Alternative Learning System curriculum that is comparable to the formal
school curriculum and reflects the set of skills and competencies that learners
should develop to meet the minimum requirements of basic education.

Who are the target learners in the ALS?

ALS is intended for out-of-school youth and adults who are 16 years old or older and
beyond basic school age that need basic literacy skills particularly in reading, writing
and simple computation.

These people are usually located in far-flung communities with no or limited access
to formal schools.

1. In 2004, it was estimated that 16 million or 20% of the total Philippine

population were either school drop-outs or stay-outs. This population is
considered the target groups of the alternative learning system. Presently, it is
estimated that 12 million children of school-age are not in school which is
about the same number as those in-school.

2. The first priority of ALS are the 10.5 million 16 years old and above. Meanwhile,
the aggregated 5.2 million target learners that are comprised of the 6-11
years old (1.8 million) and 12-15 (3.9 million) years old are its second priority.

3. Specifically, this group of marginalized learners consists of street children,

indigenous peoples, farmers, fisherfolks, women, adolescents, solo parents,
children in conflict areas not reached by the formal school system, rebel
returnees, and others.

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 Who delivers the ALS?

ALS is either DepED-delivered or DepED-procured. Other than DepED, many

organizations and individuals deliver the ALS. This program delivery is called Non-
DepED.

• DepED-delivered refers to the implementation arrangement where program is

directly carried-out by DepED ALS implementers such as the ALS Mobile
Teachers and ALS District Coordinators

• DepED-procured refers to the implementation arrangement where program is

contracted by DepED to service providers such as non-government
organizations and other government organizations.

• Non-DepED refers to the implementation of ALS Programs by non-DepED

organizations such as Local Government Units (LGUs), Non-Government
Organizations (NGOs) and other Government Organizations (GOs),
international donor agencies, chirch-based organizations and others.

What is the Mobile Teacher Program and who are the Mobile Teachers?

The ALS Programs are carried out by ALS Mobile Teachers and ALS Coordinators in
the 17 regions of the country. Both are DepED employed and hold regular teacher
items.

Mobile Teachers are “specialized” teachers who live among the people in remote
barangays of the country to conduct the BLP for illiterate out-of-school youth and
adults who are willing to learn basic literacy skills and Accreditation and Equivalency
(a continuing education) for those who left formal school system or have no access
to schools.

The ALS Coordinators are primarily designated to harmonize ALS initiatives in a

district. However, just like the Mobile Teachers, they also serve as facilitators in the
delivery of the Basic Literacy Program.

How does learning intervention take place in the ALS?

The ALS Mobile Teacher or a learning facilitator goes to a sitio or barangay with a set
of learning materials to conduct learning sessions until such time that the learners
have become literate before going to another sitio or barangay. However,
depending on the need of the learners, the ALS Mobile Teacher goes back to a sitio
or barangay for visitation and follow-up.

Most of the time, instead of the learners going to the Community Learning Center,
the ALS Mobile Teacher brings the learning materials to the learners to help them
acquire basic literacy skills or continuing education.

ALS programs are delivered in various modes such as face-to-face group learning,
family or household approach, individual tutorial and others. An ICT component is
being tested in the radio-based approach where learning modules are being aired
in selected provinces of the country.

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 Where do learning sessions take place?

Learning sessions take place at the Community Learning Center or at any

place convenient to the learners. Teaching and learning may take place at
the homes of the learners, under the shades of trees, inside a church or
mosque, playground and any other available space and venue.

What materials are used in the ALS?

The ALS utilizes learning modules. Each module is complete in itself. It contains the
objectives and description of the module, learning activities, pre and post tests.
Modules for the basic and lower elementary learners come with a Facilitator’s
Guide. Meanwhile, modules for advanced elementary and secondary were
designed for self-learning.

In the conduct of ALS sessions, use of supplementary learning materials is being

encouraged particularly those that are developed by the Facilitator to suit the local
need and context and are locally available.

• In partnership with various organizations, both local and international, the

DepED-BALS was able to adapt and or produce print and non-print learning
materials to supplement the existing modules in the conduct of ALS learning
sessions.

Supplementary materials are important in the conduct of ALS learning sessions.

Additional materials make learning sessions more effective by reinforcing newly
acquired literacy skills. They also serve as springboards to a new lesson, thus, making
learning more fun and interesting. Use of multi-media also gives both Facilitators and
learners chance to access new information and technology and activates multi-
sensory learning.

What are the areas of learning in the ALS?

The learning areas in the ALS are called learning strands which are the equivalent of
the “subjects” in the formal school system.

These learning strands are:

• Communication Skills (listening, speaking, reading and writing)

• Problem-Solving and Critical Thinking (numeracy and scientific thinking)
• Sustainable use of Resources/Productivity (ability to earn a living through self-
employment, outside employment, entrepreneurship, sustainable use of
resources and appropriate technology and productivity)
• Development of Self and a Sense of Community (self-development, a sense of
personal and national history and identity, cultural pride and recognition and
understanding of civil and political rights)
• Expanding One’s World Vision (knowledge, respect and appreciation for
diversity, peace and non-violent resolution of conflict, and global awareness
and solidarity)

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 Is there an entrance test in the ALS?

The potential learner in the ALS goes through a screening process to determine
whatever past learning that he/she may have. This assessment will assist the
Learning Facilitator to set-up a teaching and learning plan for a particular learner.

The DepED-BALS developed an instrument for this process of assessment called the
Functional Literacy Test (FLT). This FLT is a new version (of an old FLT used in the past)
developed in 2006 to standardize assessment instruments in all ALS programs. The
new FLT gives the entry assessment in the ALS programs a new picture altogether.

The new FLT is composed of five (5) parts. These are 1) the Demographic Information
Sheet (DIS), 2) Listening and Speaking, 3) Reading 4) Writing, and 5) Numeracy.

What is the difference between nonformal education and informal

education?

To reach this marginalized group of learners, BALS implements nonformal and

informal education or education that takes place outside the formal school system.

Republic Act 9155 defines Nonformal Education as “any organized, systematic

educational activity carried outside the framework of the formal system to provide
selected types of learning to a segment of the population”.

On the other hand, Informal Education is defined as “a lifelong process of learning

by which every person acquires and accumulates knowledge, skills, attitudes and
insights from daily experiences at home, at work, at play and from life itself”.

BALS carries out two Nonformal Education Programs: a) the Basic Literacy Program
(BLP) for illiterates and the b) Accreditation and Equivalency (A&E) System for
elementary and high school drop-outs.

BALS is currently setting up the Informal Education Curriculum that will include self-
interest and life experiences programs. Initially, it has already developed a special
curriculum for indigenous peoples (IPs). With this construct, greater learning needs
will be addressed and funneled to promote lifelong learning in all streams of
education.